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Course Criteria
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3.00 Credits
PartnershipsStudents develop knowledge and skills in understanding and building partnerships with parents based on the recognition that families have diverse styles of parenting. Building increased awareness and sensitivity to ethnic, racial, class, abilities, and linguistic issues is key to the affirmation of differences. Students study contemporary models and practices that support the involvement of parents in their child's education. Students learn to use appropriate oral and written communications, discover parents? ?priorities, and design activities and structures for ongoing collaborations with parents . Prerequisite : ECE 11. Three class hours per wee k.3 credits Fall, Spring
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3.00 Credits
IStudents work with preschool children in inclusive settings that have been approved by OCCS and are staffed by a Lead Teacher. During this period, the students demonstrate their ability to work as a team member; develop, implement, and evaluate developmentally-appropriate activities for small groups of preschool children; and set up the learning environment. Other qualities and skills of importance include the ability to initiate and build conversations with children and interact in ways that help develop mutuality and trust. The weekly seminar provides a forum for students to share their reflections, raise questions, and extend their understanding of the teacher's responsibility. This student-internship is supervised by College faculty. Prerequisites: ECE 11 or ECE 12; ECE 22. Co-requisite: ECE 34. 150 hours of field experience per semester and one-hour seminar a week .Instructional Support Fee applies4 credits Spring, Fall
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3.00 Credits
SettingStudents continue to build upon, consolidate, and expand professional competencies acquired in ECE 51. As they take on a leading role, student-teachers participate in staff meetings; share responsibility for the education of children with special needs; and develop, prepare, and organize activities around a theme. Student-teachers are expected to demonstrate their ability to provide positive guidance to children, to take on responsibility for the physical set up of the classroom, and to implement successfully a developmentally-appropriate integrated curriculum. The 150-hour field experience is complemented by an on-going seminar that focuses on drawing the connections between child developmental theory and teaching practice. The sites selected are OCCS-approved facilities, and the supervising teacher-practitioner is lead-teacher certified. Students are encouraged and supported to develop an initial understanding/knowledge of their evolving professional self/role through reflective practice. Evaluation is based on meeting the attendance requirements, the quality of teaching practice, and seminar participation. Final assessment is determined by using multiple sources to inform determination of semester grade, including faculty site-observations, journals, conferences, papers, seminar participation, and a teaching portfolio. Prerequisite: ECE 51. Co-requisite: ECE 32 or ECE 44. 150 hours of field experience and one hour of seminar a week. Instructional Support Fee applies4 credits Spring, Fall
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3.00 Credits
SettingStudents continue to build upon, consolidate, and expand professional competencies acquired in ECE 51. As they take on a leading role, student-teachers participate in staff meetings; share responsibility for the education of children with special needs; and develop, prepare, and organize activities around a theme. Student-teachers are expected to demonstrate their ability to provide positive guidance to children, to take on responsibility for the physical set up of the classroom, and to implement successfully a developmentally-appropriate integrated curriculum. The 150-hour field experience is complemented by an on-going seminar that focuses on drawing the connections between child developmental theory and teaching practice. The sites selected are OCCS-approved facilities, and the supervising teacher-practitioner is lead-teacher certified. Students are encouraged and supported to develop an initial understanding/knowledge of their evolving professional self/role through reflective practice. Evaluation is based on meeting the attendance requirements, the quality of teaching practice, and seminar participation. Final assessment is determined by using multiple sources to inform determination of semester grade, including faculty site-observations, journals, conferences, papers, seminar participation, and a teaching portfolio. Prerequisite: ECE 12, ECE 22, and ECE 51. 150 hours of field experience and one hour of seminar a week. Instructional Support Fee applies4 credits Fall, Spring
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4.00 Credits
SettingThis course combines the on-site learning experiences in school-age child care seetings with a weekly two-hour on-campus seminar. The student must complete a minimum of 150 practicum hours and participate in seminar meetings. The teaching practicum experience requires students to record and interpret observations, maintain journals, plan activities, write reflective papers, and demonstrate an increasing ability to link classroom theory to working with children. Pre- or co-requisite: ECE 25 and ECE 38. 150 hours of field experience and one two-hour seminar per week. Instructional Support Fee applies4 credits Fall, Spring
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3.00 Credits
ChildIn this course, students examine the critical role of play in the young child's social, emotional, and cognitive development. Topics, discussions, and assignments related to Piaget' s theory on cognitive development , Greenspan? ? Floor Time principles, a nd Ruben 's Theory on Friendships. Students begin to discern the inter-relationship among the domains of development and become familiar with types of play and their implications for the teacher of young childr en. Prerequisi te: ECE 11, ECE 12, and PSY 52, all with a "C" or better. Three lecture hours per week.3 credits Fall, Sp
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3.00 Credits
PracticumStudents explore the role, responsibilities, reward, and challenges in becoming a teacher of young children (pre-Kindergarten through Grade 2). The teaching pre-practicum occurs off campus at an educational setting that affirms diversity and is open to children with special needs. Students are required to complete a minimum of 95 on-site hours and to engage actively in an on-campus seminar. The pre-practicum experience involves observing, documenting, and analyzing classroom dynamics; assisting the teacher; engaging actively with small groups of children; and charting professional progression. Prerequisite: ECE 11, ECE 12, and ECE 32. 95 hours of field experience and one hour of seminar a week. Instructional Support Fee applies4 credits Fall, SpringRestricted to eCe Direct transfer option students.
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3.00 Credits
AdministrationThis course is designed to promote an understanding of administrative organization and regulatory issues staffing patterns related to childcare centers. The course investigates the role of the administrator as facilitator, mediator, and resource person in promoting a safe and positive preschool environment. The objectives of this course meet Offices of Child Care Services (OCCS) guidelines. Prerequisite: ECE 26 or permission of program director. Three class hours per week. 3 credits Spring
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3.00 Credits
ChildhoodThis course focuses on basic supervision and leadership styles. Child care supervisors learn how to enrich and mentor staff. It emphasizes techniques in staff analysis and the enhancement of interpersonal communications, organization, and supervisory styles as well as working with parents and the community. This course meets OCCS standards for Director Certification in Early Childhood programs. Prerequisite: ECE 35 or permission of program director Three class hours per week. 3 credits Fall
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3.00 Credits
MicroPrinciples underlying the organization and function of the market economy, including supply and demand, the theory of the firm, resource allocation under conditions of perfect competition, monopolistic competition and oligopoly, the relationship of government and business, pricing and employment of resources; wages, rents, interests, and profits. In addition, contemporary economic issues are presented to reinforce theoretical concepts. Three class hours a week .3 credits Fall, Spring, Summer
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